| SCHOOL CLIMATE - FRAMEWORK |
| DIMENSION |
CONCEPT |
GROUP |
| 1. Relationships with teaching and learning |
In this dimension, good quality lies on the perception of the school as an effective place of work with knowledge, which seeks students’ success, motivation, participation and well-being, promotes schooling and the meaning of learning. It also implies the effective work of a stable teaching staff and differentiated strategies that promote the learning of all, as well as continuous assistance so that no student is left behind. |
Student
Teacher
Manager |
| 2. Social relationships and conflicts in the school |
This refers to relationships, conflicts and perceptions about the quality of treatment among school members. It also covers the identification by adults of intimidation and mistreatment situations experienced in peer relations, and the school professionals’ co-responsibility in coexistence problems. The good quality of the relational climate is the result of positive relationships in this space, opportunities for effective participation, the guarantee of well-being, respect and support between people, thus continuously promoting a sense of belonging. |
Student
Teacher
Manager |
| 3. Rules, sanctions and safety in school |
This dimension concerns the perceptions of managers, teachers and students regarding interventions in interpersonal conflicts in school. It covers the creation, the content, the legitimacy and the fair application of rules and sanctions, also identifying the types of punishment generally employed. It also includes order, justice, tranquility, coherence and security in the school environment. |
Student
Teacher
Manager |
| 4. Situations of intimidation among students |
This dimension deals with the identification of situations of intimidation and mistreatment in the relationships between peers and of bullying perceived by students, as well as the places where they occur. |
Student |
| 5. Family, school and community |
This refers to the perception of the quality of relationships between school, family and community, including respect, trust and support among these groups. It covers how the school acts, considering the community’s needs. It involves the feeling of being an integral part of a group that shares common goals. |
Student
Teacher
Manager |
| 6. Infrastructure and physical environment of the school |
This is the perception of the quality of the school’s infrastructure and the physical space, as well as its use, suitability and maintenance. It refers to how equipment, furniture, books and materials are prepared and organized to receive students and provide them with free access, security, coexistence and well-being in these spaces. |
Student
Teacher
Manager |
| 7. Relationships with work |
These are the feelings of managers and teachers regarding their work environment and the educational institutions. It covers perceptions regarding professional training and qualification, study practices and reflections on actions, recognition of, satisfaction with and motivation for the role they play, and the support they receive from managers and other professionals. |
Teacher
Manager |
| 8. Management and participation |
This covers the perception about the quality of the processes used to identify the school’s needs, the interventions and results evaluation. It also includes the organization and articulation between the various groups and actors that form the school community in order to promote spaces for participation and cooperation to achieve common goals. |
Teacher
Manager |
